scholarly journals Continuing Education for Prehospital Healthcare Providers in India – A Novel Course and Concept

2020 ◽  
Vol Volume 12 ◽  
pp. 201-210
Author(s):  
Benjamin D Lindquist ◽  
Kathryn W Koval ◽  
Peter C Acker ◽  
Corey B Bills ◽  
Ayesha Khan ◽  
...  
Keyword(s):  
Continuing Education ◽  
Healthcare Providers

Outcomes of Continuing Education in the Care of Children With Asthma for Pediatric Healthcare Providers

2007 ◽  
Vol 38 (3) ◽  
pp. 122-131 ◽  
Author(s):  
Yu-Fen Cheng ◽  
Ling-Nu Hsu ◽  
Kuender D. Yang ◽  
Shu-Hui Yeh ◽  
Shu-Shung Shu
Keyword(s):  
Continuing Education ◽  
Healthcare Providers ◽  
Children With Asthma ◽  
Pediatric Healthcare

A Mindfulness Course Decreases Burnout and Improves Well-Being among Healthcare Providers

2012 ◽  
Vol 43 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Matthew J. Goodman ◽  
John B. Schorling
Keyword(s):  
Continuing Education ◽  
Stress Reduction ◽  
Healthcare Providers ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
The Body ◽  
Personal Accomplishment ◽  
Work Related ◽  
Mindfulness Based Stress Reduction ◽  
Mental Well Being

Objective: Healthcare providers are under increasing stress and work-related burnout has become common. Mindfulness-based interventions have a potential role in decreasing stress and burnout. The purpose of this study was to determine if a continuing education course based on mindfulness-based stress reduction could decrease burnout and improve mental well-being among healthcare providers, from different professions. Design: This was a pre-post observational study conducted in a university medical center. A total of 93 healthcare providers, including physicians from multiple specialties, nurses, psychologists, and social workers who practiced in both university and community settings, participated. The intervention was a continuing education course based on mindfulness-based stress reduction that met 2.5 hours a week for 8 weeks plus a 7-hour retreat. The classes included training in four types of formal mindfulness practices, including the body scan, mindful movement, walking meditation and sitting meditation, as well as discussion focusing on the application of mindfulness at work. The course was offered 11 times over 6 years. The main outcome measures were work-related burnout as measured by the Maslach Burnout Inventory and self-perceived mental and physical well-being as measured by the SF-12v2. Results: Maslach Burnout Inventory scores improved significantly from before to after the course for both physicians and other healthcare providers for the Emotional Exhaustion ( p < 0.03), Depersonalization ( p < 0.04), and Personal Accomplishment ( p < 0.001) scales. Mental well-being measured by the SF12v2 also improved significantly ( p < 0.001). There were no significant changes in the SF12v2 physical health scores. Conclusion: A continuing education course based on mindfulness-based stress reduction was associated with significant improvements in burnout scores and mental well-being for a broad range of healthcare providers.

Training Healthcare Professionals to Work With People With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 446-458
Author(s):  
Sydnie E. Smith ◽  
Hannah P. McCann ◽  
Richard C. Urbano ◽  
Elisabeth M. Dykens ◽  
Robert M. Hodapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Continuing Education ◽  
Healthcare Professionals ◽  
Healthcare Providers ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Web Based ◽  
Practical Implications

Abstract This study assessed 155 healthcare providers, from nine disciplines, who work professionally with people with intellectual and developmental disabilities (IDD). Using a national, web-based survey, respondents rated their experience, comfort, and competence in treating individuals with different disability types and preferred methods of continuing education; respondents also provided suggestions for attracting others to work with the IDD population. Findings revealed that experiences, comfort, and competence were all higher concerning persons with autism spectrum disorder (ASD) and intellectual disability (ID), lower for those with deaf-blindness. Overall, levels of experience exceeded levels of comfort, which in turn exceeded levels of competence. The most helpful venues for continued training involved day-to-day contact with persons with IDD, which also characterized open-ended responses. Research and practical implications are discussed.

scholarly journals Continuing Medical Education and Patient Education on Follicular Lymphoma: Changes in Clinician Practice, Patient Behaviors, and Knowledge across Clinicians and Patients

Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 3421-3421
Author(s):  
Anne C Roc ◽  
Wendy Turell ◽  
Meredith Barnhart ◽  
John P. Leonard
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Patient Education ◽  
Continuing Education ◽  
Treatment Initiation ◽  
Treatment Options ◽  
Healthcare Providers ◽  
Advanced Stage ◽  
Healthcare Education ◽  
Shared Decision

BACKGROUND: Recent advances on follicular lymphoma (FL) have led to significant changes in disease management. Healthcare providers (HCPs) and their patients face multiple challenges, from treatment initiation, to navigating, selecting and sequencing treatment options while balancing the efficacy and toxicities of available options in the first‐line setting and beyond. To address these needs, in partnership with the Leukemia & Lymphoma Society, we created and measured the impact of continuing medical education (CME) to HCPs and healthcare education directed to patients. METHODS: A 1-hour online video-based CME activity for HCPs and 1-hour healthcare education activity for patients were created in 2018 to address identified practice and knowledge needs among HCPs, and knowledge, communication and self-efficacy behaviors among patients. Each activity consisted of slides, polling and live questions, and were broadcast live and on-demand for 6 months at www.OMedLive.com for HCPs, and CancerCoachLive.com, www.LLS.org and Facebook Video for patients. Test questions were administered at 3 time points (pre-, immediate post-, and 2 mos. post-activity). Data from these test questions, responses to live polling questions, and learner-submitted questions during live Q&A were analyzed to determine engagement, lessons learned and continuing education gaps. RESULTS: As of July 2019, 655 HCPs and 12,198 patients took part in the activities. HCPs reported the activity had a positive impact on patient clinical outcomes (58%) and clinical experience (60%). Significant gains in knowledge/competence were observed in 4 of 8 comparisons (avg. pre-post gain 40.75%, avg. Cohen's d effect size .789) on: immunotherapy, clinical trial data, treatment initiation, and disease progression with immunochemotherapy. With patient learners, 47% reported improved communication with their healthcare providers, 49% increased feeling in control of health care decisions, 40% improved their health-related behaviors, and 17% improved engagement in shared decision making. Significant gains in knowledge were observed in 3 of 8 comparisons (avg. pre-post gain 19.25%, avg. Cohen's d effect size .298) on: treatment for untreated advanced-stage FL, and steps to improve patient care. CONCLUSIONS: CME and patient education can yield gains in clinical practice behaviors, patient healthcare communication and self-efficacy, and treatment knowledge of FL. Together, aligned education directed to HCPs and patients can improve the ability to provide individualized treatment for patients. Continuing education for HCPs is advised on prognostic factors and initial treatment choice for untreated advanced stage FL, post-induction and management strategies for early relapse, emerging agents for FL, and balancing patient desire for therapy where observation is still viable option. For patients, further education is recommended on elements of disease monitoring, pharmacologic and non-pharmacologic treatment options for FL, side effects of therapy, strategies to address relapse, benefits of shared decision-making, and access to specialists and support groups. Disclosures Leonard: Bayer Corporation: Consultancy; Sutro Biopharma: Consultancy; Akcea Therapeutics: Consultancy; Miltenyi: Consultancy; AstraZeneca: Consultancy; Celgene: Consultancy; Epizyme, Inc: Consultancy; Genentech, Inc./F. Hoffmann-La Roche Ltd: Consultancy; Karyopharm Therapeutics: Consultancy; Merck: Consultancy; MorphoSys: Consultancy; Gilead: Consultancy; BeiGene: Consultancy; ADC Therapeutics: Consultancy; Sandoz: Consultancy; Nordic Nanovector: Consultancy.

Nursing education

2015 ◽  
pp. 1009-1027
Author(s):  
Pamela Malloy
Keyword(s):  
Palliative Care ◽  
Nursing Education ◽  
Continuing Education ◽  
Healthcare Providers ◽  
Student Nurses ◽  
Nursing Schools ◽  
Futile Care ◽  
Education Courses

Student nurses are exposed primarily to curative-oriented, sometimes futile care and are less likely to encounter comfort-oriented care. Although many healthcare providers work with people at the end of their lives, nurses spend the most time with the dying and their families. Most nurses will provide palliative care to patients and their families no matter where they practice. This chapter suggests that education in palliative care should begin in the nursing schools and extend through clinical inservices, continuing education courses, and professional conferences.

Preparing for Burn Disasters: Predictors of Improved Perceptions of Competency after Mass Burn Care Training

2007 ◽  
Vol 22 (5) ◽  
pp. 448-453 ◽  
Author(s):  
Ruth Wetta-Hall ◽  
Gina M. Berg-Copas ◽  
Janet Cusick Jost ◽  
Gary Jost
Keyword(s):  
Continuing Education ◽  
Work Experience ◽  
Healthcare Providers ◽  
The United States ◽  
Mass Casualty ◽  
Urban Setting ◽  
Convenience Sample ◽  
Content Areas ◽  
Burn Care ◽  
Care Training

AbstractIntroduction:Prehospital and community hospital healthcare providers in the United States must be prepared to respond to burn disasters. Continuing education is the most frequently utilized method of updating knowledge, skills, and competence among healthcare professionals. Since preparedness training must meet multiple educational demands, it is vital to understand how participants'work and educational experience and the program's content and delivery methods impact knowledge acquisition, and how learning influences confidence and competence to perform new skills.Purpose:The purpose of this exploratory, convenience sample study was to identify healthcare provider characteristics and continuing education training content areas that were predictive of self-reported improvement in competence after attending a mass-casualty burn disaster continuing education program.Methods:Logistic regression analysis of data from a post-training evaluation from nine, one-day continuing education conferences on mass burn care was used to identify factors associated with improved self-reported competency to respond to mass burn casualties.Results:The following factors were associated most closely with increased self-reported competency: (1) prehospital work setting (odds ratio (OR) = 3.06, confidence interval (CI) = 0.83–11.30, p = 0.09); (2) 11 or more years of practice (OR = 0.31, CI = 0.09–1.08, p = 0.07); and (3) practice in an urban setting (OR = 0.01, CI = 0.18–0.82, p >0.01). Confidence items included: (1) ability to implement appropriate airway management modalities (OR = 2.31, CI = 1.03–5.17, p >0.04); (2) manage patients with electrical injuries (OR = 4.86, CI = 1.84–12.85, p >0.001); (3) identify non-survivable injuries (OR = 2.24, CI = 0.93–5.43, p = 0.07); and (4) recognize special problems associated with burns in young children or older adults (OR = 2.14, CI = 0.87–5.23, p = 0.10). The final model explained 89.9% of the variability in self-reported competence.Conclusions:Interventions used to train healthcare providers for burn disasters must cover a broad range of topics. However, learning needs may vary by practice setting, work experience, and previous exposure to disaster events. This evaluation research provides three-fold information for continuing education research: (1) to identify content areas that should be emphasized in future burn care training; (2) to be used as a model for CE evaluation in other domains; and (3) to provide support that many factors must be considered when designing a CE program. Results may be useful to others who are planning CE training programs.

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